Mnemonic Technique An Effective Vocabulary Teaching Method to Plurilingual Students

MJLTM, 8 (5), 388-400. 
 
Graph 4. Comparison of Experiment Group in pre and post-tests 
4.1.4 Research question 1 
Post-test findings clearly show mnemonic learning was well ahead of rote learning in short term retention. 
Both methods have given satisfactory results in the immediate recall of words.
4.1.5 Delayed test stage 
After 15 days from the post-test date, a surprise-test was given to the students. The following graphic 
displays the results:
The last and the most important test of the research showed that there was a significant difference between 
the two groups meaning that mnemonic technique works better than rote learning as far as long term retention of 
words is concerned. 
Graph 5. Comparison of the control and the experiment groups in delayed-test 
4.1.6 Research question 2 
What makes the considerable difference between the mnemonic and the rote learning strategies has been 
revealed by the surprise-test. Apparently, using mnemonic to teach vocabulary has an obvious primacy to rote 
learning in the long term retention which is more favourable when compared to short term retention. 
5. Conclusion
 
Vocabulary is the inevitable part of language learning. Today, a great deal of students struggles to learn 
huge amount of vocabularies in order to pass their exams or have good communication skills with people. While 
some of them may be successful, most of them fail to use the acquired words in real world speaking 
environments. So, learning vocabulary does not only mean learning its meaning or form but also requires to gain 
22.00%
96%
%0
%20
%40
%60
%80
%100
Experiment Group
Pre-Test
Post-Test
36.00%
77%
%0
%20
%40
%60
%80
%100
Delayed test
Control Group
Experiment Group
 [ DOI: 10.26655/mjltm.2018.5.5 ] 
 [ Downloaded from mjltm.org on 2022-05-04 ] 
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